结构化教育治疗48例儿童孤独症疗效观察

目的:观察结构化教育对儿童孤独症的治疗效果。方法:对48例孤独症患儿实施结构化教育训练,于训练前及训练9个月后采用孤独症儿童行为检查量表(ABC)、孤独症治疗评估量表(ATEC)及儿童孤独症及相关发育障碍心理教育评定量表(中国修订版)(C-PEP)评估疗效。结果:经过9个月的结构化训练,48例孤独症儿童ABC量表各因子得分及量表总分较训练前下降,其中感觉能力、交往能力及自理能力得分训练前后比较差异有统计学意义(P<0.05),运动能力和语言能力得分训练前后比较差异也有统计学意义(P<0.01)。训练后,48例患儿的语言、社交、感知、行为4方面得分及总分均较训练前明显下降(P<0.01)。患儿C-PEP评估各项目分值较训练前显著提高。结论:结构化教育能改善孤独症患儿的症状,是孤独症的有效康复手段之一。

Observation on the curative effect of structured teaching for treatment of 48 children with autism

Objective:To observe the curative effect of structured teaching for children with autism.Methods:A total of 48 children with autism were treated with structured teaching,ABC scale,ATEC scale,and C-PEP scale(Chinese revised version) were used to evaluate the curative effect before teaching and at nine months after teaching.Results:At nine months after teaching,the score of each factor and total score of ABC scale in 48 children with autism decreased compared before teaching,there were statistically significant differences in the scores of sensory capacity,ability of social communication,and self-care ability between before teaching and at nine months after teaching(P<0.05),and there were statistically significant differences in the scores of motor ability and language ability(P<0.01).After teaching,the scores of language,social communication,perception,and behavior,and the total score were statistically significantly lower than those before teaching(P<0.01).The score of each factor in C-PEP scale after teaching was statistically significantly higher than that before teaching.Conclusion:Structured teaching can improve the symptoms of children with autism,which is one of the methods for recovery of autism.